Physical attractiveness and its relationship to sex-role stereotyping

On the basis of recent findings showing that physical attractiveness serves as an important evaluative cue in person perception, the present paper reviews evidence which indicates that physical attractiveness differentially affects the judgments of males and females. Recent research seems to indicate that the physical-attractiveness stereotype — which holds that attractive individuals are more positively evaluated across a wide range of dimensions than unattractive individuals — is more potent when applied to women than to men. The origins of this differential stereotyping are discussed in terms of the historically defined roles of men and women in our society. In addition, the paper discusses the implications of the physical-attractiveness stereotype for the general problem of sex-role stereotyping.     

A Test of the Overconfidence Phenomenon Using Audio Signals

The existence of the overconfidence phenomenon was examined using a signal detection paradigm. Fifty-five participants were asked to decide whether they heard a signal or noise only, and to rate how certain they were of their decisions. The results confirmed the existence of overconfidence as well as the “hard-easy” effect.     

Why Does Fear Override Hope in Societies Engulfed by Intractable Conflict,as It Does in the Israeli Society?

The question of why fear overrides hope in societies embarked on the road of peacemaking after years of intractable conflict is answered on the basis of accumulated knowledge in the psychology and sociology of emotions. This knowledge suggests that fear is an automatic emotion, grounded in the perceived present and often based on the memorized past (also processed unconsciously), that leads to freezing of beliefs, conservatism, and sometimes preemptive aggression. Hope, in contrast, involves mostly cognitive activity, which requires the search for new ideas and thus is based on creativity and flexibility. Because hope is based on thinking, it can be seriously impeded by the spontaneous and unconscious interference of fear. Both fear and hope can become collective emotional orientations that organize society's views and direct its forms of action. It is assumed that societies involved in intractable conflict are dominated by a collective emotional orientation of fear, which is functional in their coping with the stressful and demanding situation. But such an orientation serves as a psychological obstacle to a peace process once it starts. The Israeli Jewish case of collective fear orientation is offered as an example. The presentation includes the roots of this orientation, the ways in which it is reflected and disseminated, and its expressions among the Israeli Jewish public; it ends optimistically with the suggestion that societies can determine to overcome their fear and establish a collective orientation of hope for peace.     

Between Hope and Fear: A Dialogueon the Peace Process in the Middle East and the Polarized Israeli Society

The restarting of the peace process in the Middle East in 1993 raised the hopes of many in Israel for progress toward resolution of the Arab-Israeli conflict. Yet the Oslo agreements raised not only hope but also fears. The latter triggered a deep schism and polarization within the Israeli society. These led to a delegitimization campaign by those opposing the peace process that was directed both against the rationale underlying the change of policies and its architects Foreign Minister Shimon Peres and Prime Minister Yitzhak Rabin. The escalation of polarization saw the assassination of Prime Minister Rabin and the seeming paradox of an election victory for the political rightist parties' candidate, Binyamin Netanyahu. Two Israeli social scientists present in dialogue form alternative psychopolitical perspectives and interpretations of the evolution of these critical events.     

An Anatomy of Political Beliefs: A Study of Their Centrality, Confidence, Contents, and Epistemic Authority

The present study is a simultaneous investigation of the contents of political beliefs and their characteristics among Israeli students. In addition, it examines their perceived use of information sources. The results indicate that political beliefs regarding the Israeli-Arab conflicts are organized systematically around the dove/hawk dimension. Also, a positive relationship was found between centrality of beliefs and confidence in them; between well-defined political identification and centrality and confidence; and between agreement with the beliefs and confidence. Finally, the results show that the perceived use of information sources is related to political identification. The performed investigation demonstrates the importance of combining the study of the contents of beliefs with that of their characteristics, since the latter have important implications for understanding individuals' cognitive, affective, and behavioral reactions.     

Achievement motivation for males and females as a determinant of attributions for success and failure

Male and female college students, divided according to levels of achievement motivation, were asked to do an anagram task at which their success or failure was determined by experimental manipulation of the problems they were given. Their ratings of ability, effort, task difficulty, and luck as possible causes for success or failure indicated that those with high achievement motivation of both sexes made relatively higher ratings for ability and lower ratings for task difficulty. Females tended to employ higher ratings for luck, and females with high achievement motivation made maximal use of effort as a causal factor. Theoretical implications and potential applications of these data are discussed.     

Measuring epistemic authority: studies of politicians and professors

Two studies assessed the perception of epistemic authority (denoting a source of information which has a determinative influence on the acquisition of knowledge) by means of a scale (Epistemic Authority Scale) which was constructed for this purpose. The first study showed that individuals perceive political leaders with similar political orientations as greater epistemic authorities than political leaders with different political orientations. In addition, the study investigated the reasons used by the subjects to explain reliance or lack of reliance on political leaders. In general, the responses showed that leaders' expressed opinions and characteristics were important determinants in epistemic authority selection. The second study found that students of statistics departments have a greater tendency to perceive their professors as epistemic authorities in their disciplinary knowledge than students of psychology departments, while the latter are more likely than the former to perceive their professors as epistemic authorities in general knowledge domains. Analysis of the Reason scores for reliance on the professors in the two departments reveals that expertness received the highest ratings.     

Teachers' Epistemic Authority: Perceptions of Students and Teachers

The present study examines students' perception of the teacher's role as epistemic authorities, that is, a source of determinative influence on the formation of individuals' knowledge, from three perspectives. First, it examines 7th and 10th graders' perception of their teachers as epistemic authorities. The results showed that a teacher's subject matter, as well as students' age and gender, influence perception of him/her as an epistemic authority. In addition, interest in the subject matter was found to be an important predictor of students' perception. The second part focuses on teachers' self-perceptions as epistemic authorities. The results indicated that teachers' personal efficacy is the most powerful predictor of their self-perception. Finally, the study compares students' perceptions of teachers as epistemic authorities, teachers' self-perceptions in these terms and teachers' perceptions of how their students perceive them. Two main findings showed the following: (a) teachers perceive themselves as being more of an epistemic authority than their students consider them; (b) teachers believe that students perceive them as being more of an epistemic authority than the students actually think.     

The effect on mundane decision-making of the need and ability to achieve cognitive structure

It is proposed that coping with conflictual decision-making can be viewed as a special case of coping with uncertainty. It is further suggested that two factors determine coping with uncertainty: (1) the individuals‘ need for cognitive structure (NCS), and (2) the individuals’ ability to achieve cognitive structure (AACS). This paper demonstrates that the interaction between AACS and NCS may explain subjects' reaction to decisional conflict. The results show that high-NCS and low-AACS individuals experienced the greatest difficulties in their decision-making and showed a positive correlation between the extent to which they perceived the conflict in the situation and the amount of time that they spent making the decision. In contrast, high-AACS and high-NCS subjects showed a negative correlation between these factors. In addition, these subjects experienced the least difficulty in the situation.     

The need and ability to achieve cognitive structuring: individual differences that moderate the effect of stress on information processing.

The authors examined the hypothesis that the interaction between the need for cognitive structure (NCS) and the ability to achieve cognitive structure (AACS) moderates the effect of stress on information processing. NCS is the preference for using cognitive structuring, as opposed to piecemeal processes, as a means to achieve certainty. AACS is the extent to which individuals are able to apply information processes that are consistent with their levels of NCS. The hypothesis was validated in 4 studies, which showed that stress increased high-AACS participants' use of cognitive structuring if they had high NCS and reduced it if they had low NCS. An opposite effect was found for low-AACS participants. The implications of these results for the understanding of the mechanisms responsible for the effect of stress on information processing are discussed.